Activities, affordances and attitude: how student-generated questions assist learning

ABSTRACT

Recent research has focused on tools that support the creation, review and sharing of student-generated content for peer learning. However, we know little about the student perspective of such activities. In this paper, we identify what students believe is most helpful for their learning by analysing open-ended comments from students engaged in creating, answering and reviewing exam-style questions generated by their peers. Students report learning about content and appropriate standards of work, both individually and through interaction with peer generated resources.

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Index Terms

• Social and professional topics

  • Professional topics

    • Computing education

      • Computing education programs

        • Computer science education